Sixth Annual National Conference, POCPWI Copyright (c) 2014 University of Nebraska - Lincoln All rights reserved.http://digitalcommons.unl.edu/pocpwi6
Recent documents in Sixth Annual National Conference, POCPWI en-usFri, 04 Jul 2014 07:55:57 PDT3600Promoting Higher Education: The Latino Achievement Mentoring Program (LAMP)http://digitalcommons.unl.edu/pocpwi6/55
http://digitalcommons.unl.edu/pocpwi6/55Wed, 31 May 2006 09:52:24 PDT
Statistics suggest that Latino youths are at risk for academic underachievement and withdrawal. Culturally sensitive approaches to supporting school achievement based on the needs of Latino youth and their families must be developed. In response to these needs, the Latino Research Initiative (LRI), a collaborative group with members from the University of Nebraska-Lincoln (UNL) and the Hispanic Community Center (HCC) created the Latino Achievement Mentoring Program (LAMP). LAMP is a culturally appropriate mentoring program designed to promote school success and post-secondary opportunities for Latino youths. This program provides Latino youths with positive role models and information and guidance about academic life and future school success. Finally, because of the cultural significance of family members among many Latinos, LAMP activities are developed and implemented such that the mentees' family members are involved. This presentation will report the first-year activities of the initial mentor and men tee pairs, with particular emphasis on educational outreach and academic development of the program. Evaluation data will be presented for the first cohort of mentees, including academic information, teacher reports and self-measure findings. LAMP activities aimed at promoting academic success will also be presented. Finally, the experiences of the mentors will briefly be reported.
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Byron L. Zamboanga et al.The Nebraska Native American Career Ladder Project: A Teacher Education Initiativehttp://digitalcommons.unl.edu/pocpwi6/54
http://digitalcommons.unl.edu/pocpwi6/54Wed, 31 May 2006 09:44:54 PDTElizabeth Franklin Ph.D. et al.I'm Not Your Indian Anymorehttp://digitalcommons.unl.edu/pocpwi6/53
http://digitalcommons.unl.edu/pocpwi6/53Wed, 31 May 2006 09:42:30 PDTCornel D. Pewewardy Ph.D.Creating a Multicultural University: Examining Assumptions and Creating a Paradigmhttp://digitalcommons.unl.edu/pocpwi6/52
http://digitalcommons.unl.edu/pocpwi6/52Wed, 31 May 2006 09:40:06 PDTAndrea Teresa "Tess" Arenas Ph.D.Developing, Assessing and Getting the Most Out of White Advocates, Allies and Advisors: Identifying Your Changing Needs and Responses Over a Careerhttp://digitalcommons.unl.edu/pocpwi6/50
http://digitalcommons.unl.edu/pocpwi6/50Wed, 31 May 2006 09:38:42 PDT
This workshop focuses on experiences successful students, faculty and staff of color have with white advisors, advocates and allies. Topics such as assessing ally motivation and commitment will be addressed. The goal is to compile a picture of changing retention needs as they are impacted by key, white personnel.
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Kent WagnerAchieving Access and Success in Higher Educationhttp://digitalcommons.unl.edu/pocpwi6/51
http://digitalcommons.unl.edu/pocpwi6/51Wed, 31 May 2006 09:38:42 PDTFrank W. Hale Jr., Ph.D.The Importance of Affirmative Action in the 21st Century: Building Transformational Alliances with Constituencies Across the Power Structure for Scholars, Students and Staff of Color at Predominantly European American Institutions.http://digitalcommons.unl.edu/pocpwi6/49
http://digitalcommons.unl.edu/pocpwi6/49Wed, 31 May 2006 09:33:18 PDT
The purpose of this session is to reject the notion that proactive Affirmative Action strategic plans are no longer needed at predominantly European American Institutions. Data reveal an inverse relationship between creating successful strategic plans for inclusion and negative reactions from the power structure.
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E. Kelly Sanford Ph.D. et al.In Pursuit of Brain Compatible Intimate Relationshipshttp://digitalcommons.unl.edu/pocpwi6/48
http://digitalcommons.unl.edu/pocpwi6/48Wed, 31 May 2006 09:30:57 PDT
This session comprises a highly interactive and creative format designed to provide a maximum of information and conceptual integration regarding human relationships. The presentation style embodies creativity and scholarly intent that leads the audience through brain and contextual processes that severely limit or lovingly spiritually enhance male/female relationships.
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Saleef Kafajouffee Ph.D.Fishing in Shallow Waters: The Nebraska Legislature and the State's Faculty Quotashttp://digitalcommons.unl.edu/pocpwi6/47
http://digitalcommons.unl.edu/pocpwi6/47Wed, 31 May 2006 09:29:37 PDT
As part of the "Issues of Recruitment and Retention" and "Building Diversity in the University and Community" topics, I propose to analyze the nature, affects and concerns at the University of Nebraska in hiring and retaining women and people of color. Legislative Bill 389 has had four years, but did it work? Could it work?
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Gary Trogdon Ph.D.If They're So Smart, What am I Doing in Front of the Classroom? A Latina's Journey for Respecthttp://digitalcommons.unl.edu/pocpwi6/46
http://digitalcommons.unl.edu/pocpwi6/46Wed, 31 May 2006 09:28:17 PDT
This session focuses on one graduate teaching assistant's experience with student group resistance. It sheds light on one of the many possible challenges faculty of color may experience in higher education when teaching courses where the ethnic makeup of students is predominantly white.
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Sandra L. FosterFactors Influencing Career Choice of African American and Hispanic Graduates of a Land Grant Institutionhttp://digitalcommons.unl.edu/pocpwi6/45
http://digitalcommons.unl.edu/pocpwi6/45Wed, 31 May 2006 09:26:58 PDT
Presenters will identify and describe factors related to African American and Hispanic graduates' decisions to choose (or not to choose) a designated career prior to and/or after college. Additionally, presenters will examine the decision-making processes that individuals use in choosing a career in their designated field.
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Wash A. Jones Ph.D. et al.The Pedagogical Color of Chicana Voicehttp://digitalcommons.unl.edu/pocpwi6/44
http://digitalcommons.unl.edu/pocpwi6/44Wed, 31 May 2006 09:24:39 PDT
The session covers a discussion of the educational process of higher education for Chicanas and other women of color as a trajectory of disillusionment. Aspects of this disillusionment stem from formal educational systems, such as the university and are perpetuated by classroom cultures, curriculum and pedagogical approaches.
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Maricela DeMirjynPhilly Hoop Dreams: The Social Organization of Black Basketball in Philadelphiahttp://digitalcommons.unl.edu/pocpwi6/43
http://digitalcommons.unl.edu/pocpwi6/43Wed, 31 May 2006 09:23:20 PDT
A study of basketball in Philadelphia suggests that players are made, not born and that success is not based solely upon the efforts of an individual. Rather, success is heavily influenced by the operations of a local social network.
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Scott N. BrooksExperiences of Prejudice and Isolation at a Predominantly White, Great Plains Universityhttp://digitalcommons.unl.edu/pocpwi6/42
http://digitalcommons.unl.edu/pocpwi6/42Wed, 31 May 2006 09:22:03 PDT
This session discusses results from a qualitative study examining the experiences and isolation of Students of Color and GLBT students at a Great Plains University. Over 61 percent of respondents had experienced prejudice. In addition, students saw "minority" status as both an isolating factor and a source of solidarity.
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Scott Freng M.A.Retention, Mentoring and the Mythological Need for the Other: Specifically Designed, With Urban Youth in Mindhttp://digitalcommons.unl.edu/pocpwi6/41
http://digitalcommons.unl.edu/pocpwi6/41Wed, 31 May 2006 09:20:46 PDT
Through mythological stories, participants are given assistance in their personal journeys. Stories focus on mentoring, long-term gratification, the rewards of persistence and the archetypal need to blossom. The specific group process has consistently created introspection and provided a sense of encouragement for the participant to speak to their calling.
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Gene Kwame ScruggsAfrican American and Teaching in Higher Education IS a Course on Race and Culturehttp://digitalcommons.unl.edu/pocpwi6/40
http://digitalcommons.unl.edu/pocpwi6/40Wed, 31 May 2006 09:19:29 PDT
Using theoretical applications, the authors present an overview of theories that highlight approaches for teaching culturally sensitive content, personal experiences as educator and colleague in a predominantly white college campus and strategies for addressing culturally insensitive experiences in and outside the classroom. Presenters focus on the recruitment and retention of people of color and stress the need for today's predominantly white institutions to become more knowledgeable, tolerant and sensitive about their environments in an effort to make them more accepting.
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Carole G. Parker Ph.D. et al.Engaging in Difficult Dialogues beyond Color: Where do You Draw the Line between Race, Gender and Authority in the Classroom?http://digitalcommons.unl.edu/pocpwi6/39
http://digitalcommons.unl.edu/pocpwi6/39Wed, 31 May 2006 09:17:13 PDT
Grounding the discussion in Check Anta Diop’s Cradle theory, this paper invites us for a critical thinking and questioning of the very existence, the relevance of the color concept itself alongside the negative and detrimental impacts color has on, especially, Black women in academia. Historical, anthropological, scientific findings and theorists of the “Monogenesis” like, Asa G. Hilliard III (Free Your Mind: Return to the Source) traced the human origin back to a single human being, a woman, more than 10.000 years ago. In reference to the current trend, skin color could be defined as nothing, but the result of an evolutionary phenomenon, and a normal biological transformation within space and time including the ice age. Despite the polemics and contradictory revelations that are raised in mainstream society, there are solid grounds for arguing in favor of the monogenesis theorists findings, which theoretically maintain that all human beings came from the same woman. In light of this, one could understand the differences of our skin color, and what it means to be human instead of using color as a yardstick of measurement for validating or devaluing our intellectual achievement, including privileging some at the detriment of others. This paper seeks to engage in the controversial dialogue with all women of color including white women. As white does not necessary mean, neutral, it should be also viewed as a color. Using examples from student/faculty interactions, the paper will attempt to provide insight into understanding how male and female appearance shape the respectability we receive both from the students, and peers. While trying to raise our consciousness of the multiple challenges underrepresented people are facing in Academia, the focus of my discussion is on the experience Black women’s faculty members and Black women students in the educational arena. Based on the crucial question on how the faculty members can be protected against dangerous students in class, some tentative answers and recommendations for an integral and inclusive educational environment the goal set in the following paragraphs.
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Safoura A. BoukariCompeting Interests: Strategies for Working with Diverse Minority Groupshttp://digitalcommons.unl.edu/pocpwi6/38
http://digitalcommons.unl.edu/pocpwi6/38Wed, 31 May 2006 09:14:57 PDT
Intentionally or non-intentionally, budgetary constraints have caused ethnic groups on many predominantly white campuses to compete among themselves for a share of limited power and resources. The purpose of this workshop is to discuss strategies that will provide equitable access to resources, information, finances and opportunities to have a representative community that reflects the diverse populations on campuses.
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Dorscine Spigner Littles Ph.D. et al.A Case Study: Contemporary Forms of Bias and "Prejudice" and How it Negatively Impacts Scholars of Color Within the Academyhttp://digitalcommons.unl.edu/pocpwi6/37
http://digitalcommons.unl.edu/pocpwi6/37Wed, 31 May 2006 09:11:42 PDT
The session presents a Case Study to identify contemporary forms of bias that scholars of color inevitably experience from the classroom discourse to the tenure process. While “academic freedom” and the notion of “ diversity” are apparent politically correct ideals in theory, the reality is different on the average for scholars of color.
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Elizabeth J. Achieng Siwo-Okundi B.A.A Case Study: Contemporary Forms of Bias and "Prejudice" and How it Negatively Impacts Scholars of Color Within the Academyhttp://digitalcommons.unl.edu/pocpwi6/36
http://digitalcommons.unl.edu/pocpwi6/36Wed, 31 May 2006 09:09:27 PDT
The session presents a Case Study to identify contemporary forms of bias that scholars of color inevitably experience from the classroom discourse to the tenure process. While “academic freedom” and the notion of “ diversity” are apparent politically correct ideals in theory, the reality is different on the average for scholars of color.
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E. Kelly Sanford Ph.D.